Friday, December 6, 2013

DLSU holds lecture/workshop on psycho-social approaches

DLSU-D Center for Applied Psychology and Student Wellness Center invite you to a Lecture/Workshop titled “Different Approaches in Handling Survivors.”

As part of the short-term and long-term continuing preparations for natural and man-made disasters, we are calling anyone interested, especially those within Cavite and other neighboring towns, to join us. The lecture/workshop is focused mainly on psycho-social approaches. This is a FREE LECTURE/WORKSHOP and we have limited slots so you will have to register. 

To register, please call (046) 416-4531 loc.3075 or visit JFH 306 and look for Ricky Clores or Romelee Alegre.


December 10, 2013/ For Non-DLSU-D Community
Session 1:     9:00 AM to 12:00 NN
Session 2:     1:00 PM to 3:00 PM
Dr. Jocelyn Mercado of AUP
Venue: Bulwagang Jose Basa

December 11, 2013/ For DLSU-D Community
Session 1:     9:00 AM to 12:00 NN
Session 2:     1:00 PM to 3:00 PM
Dr.Evangeline Ruga
Dr. Ann Margaret Martin
Mr. Seigfred  Gamueda
Venue: Luis Aguado Viewing Room

Source -

Sunday, December 1, 2013

Sikolohiyang Pilipino: 50 Years of Critical-Emancipatory Social Science in the Philippines

Sikolohiyang Pilipino: 50 Years of Critical-Emancipatory Social Science in the Philippines


Narcisa Paredes-Canilao
University of the Philippines Baguio

Maria Ana Babaran-Diaz
University of the Philippines Baguio


Sikolohiyang Pilipino, or efforts of Filipino psychologists and social scientists to indigenize Psychology in the
Philippines started in the 1960s, further crystallized into a distinct movement from the mid-1970s and continued to flourish in the 21st century. Using the broad outlines of critical-emancipatory social science, we argue in this paper that Sikolohiyang Pilipino since its inception in the works of V.D. Enriquez, was meant and has proven to be a liberated and liberating psychology (literally malaya at mapagpalayang sikolohiya), and may therefore be a unique type of criticl psychology in the Philippine setting. We first examine the academic and cultural circumstances that led to the movement of Sikolohiyang Pilipino, then describe its aims, methodologies, advocacies and theoretical contributions and how these resulted in the establishment of professional organizations, research programs, and circular offerings.

The movement from the traditional academic psychology as taught in the universities was brought about by
dissatisfaction with too much emphasis on Western theories particularly on the tendency for quantification to
emulate the scientific method to examine human phenomena. The end of the colonization period in the Philippines brought with it the beginning of a post-colonial psychology that focused on indigenous knowledge, practices, and methods.

Key words: Critical-emancipatory social science, critical psychology, decolonization, indigenization, indigenous psychology, mainstreamed psychology, liberated and liberating psychology, mainstreamed psychology, pantayong pananaw, Philippine Psychology, pilipinolohiya, Sikolohiyang Pilipino.

Source -



Indigenization, because for the proponents and advocates of SP, decolonization is to be sought side-by-side with the constructive work of proposing indigenous psychology as alternative to Western Psychology. Seminal texts of its founders coming from different disciplines were all engaged in laying down the parameters, empirical base, and directions of the ‘indigenous’.

Indigenous, as described by Pe-Pua (2006, p. 110), is to be distinguished from ‘Western’, or ‘exogenous’ and will try to understand Filipino traits and values from the insider’s point of view. Indigenization of psychology, however, does not mean the total rejection of anything Western.

Thus Enriquez has often made the distinction between the forms of indigenization: indigenization from without, and indigenization from within. The first one is the appropriation or adaptation of foreign psychological concepts that are applicable to the Philippine context, while the latter is the search and recovery of traditional traits and values that are native to the Filipinos (Enriquez, 1995a; Pe-Pua & Protacio-Marcelino, 2000).

The site of emergence of SP was the academe – in the 1960s the Community Development Research Council of the University of the Philippines started to question the applicability of Western concepts, theories and research tools to Philippine context. Filipino psychologist Virgilio G. Enriquez started around this time to initiate the double movements of critique-reconstruction and decolonization-indigenization in his psychology classes, and started using Filipino as medium of instruction. SP gradually gained following as it became a multidisciplinary and interdisciplinary approach with support from the historian-ethnologist Zeus Salazar and the anthropologist Prospero Covar.

SP, in the beginning was an intellectual movement. SP formed together with Pantayong Pananaw and Pilipinolohiya, ‘the indigenization movement in the Philippine academy’ (Mendoza, 2002). At the outset it is important to note that SP was not a singular or isolated unidirectional phenomenon.

SP is seen to be both a response to socio-political and economic events as well as an effective perspective for confronting current problems brought about by globalized capitalism and natural disasters.

‘Sikolohiyang Pilipino was essentially a form of resistance to the hegemony of Western paradigms. Its ultimate agenda was the liberation of psychology from its Western origins’ (Bautista, 1999, p. 392).

The problem that was mainly the target of SP to eradicate was ideological in nature – academic dependency,  educational neocolonialism (Alatas, 2003, 2006; Altbach, 2003; Apfelbaum, 2002). In this sense  SP is ideology critique, which called for the emancipation of subjects from subjection to limiting or constraining knowledge held by a superior class (colonizers, the elites) as a means to perpetuate their power.

SP as was discussed earlier, was a continuation of the decolonization struggle for independence from colonial mentality, academic dependency and neocolonial education, all after independence has been granted formally. Thus Alatas (2006) wrote: ‘the critical tradition initiated by Rizal continued in the Philippines in the form of indigenization movements that influenced the three areas of psychology, historiography and Philipinology’ (p. 35). Second, indigenization or cultural recognition per se was not its end objective; it was always crucially integrated with the critique of Western colonialist constructions of Filipino identity or character.

Conclusion: Sikolohiyang Pilipino as a Critical Psychology in the Philippines 

Psychology is an academic discipline that seeks to develop frameworks, perspectives, and methodologies that are appropriate to the understanding of differences in individuals and groups, their relationships and interactions, their self-definitions, their capabilities and potentials, their coping and adjustment mechanisms.

Sikolohiyang Pilipino believes that there should not be one, uniform psychology to be taught in the classroom (the Western positivist one), and to be used for social research and services. Each cultural setting has developed psychological knowledge endemic to its contexts, experiences, and challenges, before, and outside of academic psychology. This psychological knowledge is embedded in the lifeworld, in worldviews, in the way people view themselves in relation to others and the environment. Academic psychology in different cultural settings should thus draw from this-pre-academic, or outside-the-academy
psychological knowledge, discourses and practices.

Sikolohiyang Pilipino is by far what would come closest to being a critical form of psychology in the Philippines, because of its attempt at theoretical critique and reconstruction, such theory
having encompassed curricular, institutional, and ethodological reforms. It was shown in the discussion of the history of academic psychology in the Philippines, that Marxism and poststructuralist Marxism did not affect psychology as much as political science, sociology, and anthropology.

Sikolohiyang Pilipino was a multidisciplinary and interdisciplinary movement, having been part of a three-pronged decolonization-indigenization program in the University of the Philippines – from history – Pantayong Pananaw, and from Anthropology – Pilipinolohiya. As reactions to the universal and objectivist and scientific pretensions of the positivist social science paradigm, these movements tended to favor the phenomenological-interpretative approach coupled with sociolinguistics, or the close study of local languages as clues to a people’s culture.

The PAP or the Psychological Association of the Philippines may be considered to carry the  mainstream banner, however, the lines dividing SP and Philippine mainstream psychology has been gradually blurred because of the very strong advocacy, social service and policy component of PAP members though their research. Further blurring the difference is the recent move of PAP members away from scientific-experimental to more hermeneutic and interpretative approaches. The comment has been – that the only difference in the two groups is their membership in one rather than the other group, and the language used.

Monday, November 25, 2013

Orientation Workshop on Psychological First-Aid

Call for Volunteers:
Orientation Workshop for
Typhoon Yolanda Victims

26 November 2013, 3:30-5PM
Environmental Studies Institute
Miriam College, Katipunan Avenue
Loyola Heights, Quezon City

Monday, November 18, 2013

Volunteer Opportunity to serve as Volunteers for Psychological First Aid

The Psychological Association of the Philippines (PAP) calls for volunteers for Psychological First Aid for survivors of Typhoon Yolanda.


Nicole Gamo (Counselors)- 0927-614-1478 / 0927-606-7391

Dynes Asiatico (Trainors) - 63908- 817-8548 (

Wednesday, November 13, 2013

WANTED: Psychologist to help for psychosocial intervention and stress debriefing

The Department of Education needs volunteers to help in conducting psychosocial intervention and stress debriefing for students and teachers affected by Typhoon Yolanda. DepEd is prioritizing health professionals with training on mental health & psychosocial intervention by National Center for Mental Health or accredited organizations.

Monday, November 11, 2013

After 35 years, Sikolohiyang Pilipino gets world respect

After 35 years, Sikolohiyang Pilipino gets world respect
By Vincent Cabreza
Philippine Daily Inquirer
First Posted 11:08:00 12/29/2010
Source -
Filed Under: Children, Culture (general)

GOOD SAMARITANS have started reaching out to children who are caught in a violent conflict or a debilitating cataclysm, using a psychological tool designed by a Filipino 35 years ago.

Dr. Rogelia Pe-Pua, head of University of New South Wales School for Social Sciences and International Studies in Australia, says donors used to ship toys to these children to help them cope with trauma.

But the toys were often too strange to them. Pe-Pua says many ended up tucked in shelves or wrapped in closets because they are too expensive to be smashed at play time.

Some foreign experts shrugged off this phenomenon, suggesting instead that the donors teach the children how to play with them, she says.

According to her, there are even stories about a Japanese expert who injects the children with happy enzymes.

Those days have passed.

Trauma programs

The United Nations Children's Fund (Unicef) now uses a program framework that puts value in culture, indigenous identity and the environment to help explain or define behavior that is peculiar to a certain country or race, Pe-Pua says.

Elizabeth Protacio-De Castro, a Filipino consultant, reviewed the trauma programs of 16 counties before coming out with a template that tells Unicef who the child beneficiary is, how culture shapes him, how the environment abuses him and what he truly needs to help him cope.

Pe-Pua says Unicef uses a mechanism known to the teachers and students as Sikolohiyang Pilipino, a 35-year-old academic movement that is not simply a Filipinized-version of mainstream psychology.

When psychologist Virgilio Enriquez founded the movement in 1975, he encouraged students to write in Filipino to help them discover indigenous perspectives about life, scientific knowledge and social relationships, which are lost when behavior is couched in a foreign language or theory.

The country's psychologists learned that their counterparts abroad had started adapting Enriquez's methodology when they assembled in November for the 35th Sikolohiyang Pilipino conference at the University of the Philippines Baguio.

Indigenous psychology

The world now interprets Sikolohiyang Pilipino, or simply SP, as indigenous psychology, which allows professionals to see the world from the perspective of the people they serve, says Pe-Pua, one of the founding members of the Pambansang Samahan sa Sikolohiyang Pilipino (PSSP or the National Association for Filipino Psychology).

Pe-Pua, a former UP professor, conducted a two-month study of 20 academics this year to determine the progress made by the SP. She discovered that the methodology had become a multidisciplinary tool for various professions in the country as it was originally intended.

An essay, published online by the National Historical Institute, states that Enriquez defined Philippine psychology as the embodiment of the scientific study of ethnicity, society and culture of a people and the formal application to psychological practice of core knowledge rooted in a people's ethnic heritage and consciousness.

According to Enriquez, the captive Filipino mind is sold to the idea that Filipinos do not have any indigenous religion and that the religion of the country was borrowed from Spain and America. He further explained that denying the facts of a people's history is tantamount to denying their memory. A people without a memory of their past is also deprived of their future, it points out.

Community advocacy

Pe-Pua says her survey indicates that the SP helped a prominent psychologist excel in community advocacy. "Once you become part of a community you intend to serve, you can't help but search for native concepts and explanations which you must use to understand behavior and phenomenon in a village," she says.

The SP helped another academic design intervention programs for maternal health and reproductive health, which value a client's cultural background and pakikipag-kapwa (sense of community) and treat participants as kapwa tao (fellow beings), she says.

The Unicef framework for children caught in conflict areas or cataclysms best defines how far the SP has reshaped world view, she says.

The shift in perspective may mean that donors will soon send typhoon-displaced children basketballs, dolls and yo-yos that they know how to play with rather than toys that require engineering backgrounds to put together, she says.

Friday, November 8, 2013

100 Most Popular 20th Century Psychologists

Psychologists were put to a popularity contest in a new study that appears in the Review of General Psychology (Vol. 6, No. 2), which ranks 99 of the 100 most eminent psychologists of the 20th century.
B.F. Skinner topped the list, followed by Jean Piaget, Sigmund Freud and Albert Bandura.
The rankings were based on the frequency of three variables: journal citation, introductory psychology textbook citation and survey response. Surveys were sent to 1,725 members of the American Psychological Society, asking them to list the top psychologists of the century.
Researchers also took into account whether the psychologists had a National Academy of Sciences membership, were elected as APA president or received the APA Distinguished Scientific Contributions Award, and whether their surname was used as an eponym.
"I was not surprised by most of the names who made it toward the top of the list," says lead researcher Steven J. Haggbloom, PhD, psychology department chair at Western Kentucky University. "But there are some notable names not on the list."
For example, psychologist Hermann Ebbinghaus, the first to experiment with human learning and memory, didn't make it.
Omissions like that are why researchers followed the idea of researcher Eugene Garfield, who did a Top 100 list in 1977 but left off No. 100. So, No. 100 might be the many great psychologists that someone could make a compelling case to include, Haggbloom says.

Source -

The text below came from this link -

The 100 Most Eminent Psychologists of the 20th Century
Review of General Psychology. 2002, Vol. 6, No. 2, 139–152
Steven J. Haggbloom (Western Kentucky University)
Renee Warnick, Jason E. Warnick, Vinessa K. Jones, Gary L. Yarbrough,
 Tenea M. Russell, Chris M. Borecky, Reagan McGahhey, John L. Powell III,
 Jamie Beavers, and Emmanuelle Monte (Arkansas State University)
A rank-ordered list was constructed that reports the first 99 of the 100 most eminent psychologists of the 20th century. Eminence was measured by scores on 3 quantitative variables and 3 qualitative variables. The quantitative variables were journal citation frequency, introductory psychology textbook citation frequency, and survey response frequency. The qualitative variables were National Academy of Sciences membership, election as American Psychological Association (APA) president or receipt of the APA Distinguished Scientific Contributions Award, and surname used as an eponym. The qualitative variables were quantified and combined with the other 3 quantitative variables to produce a composite score that was then used to construct a rank-ordered list of the most eminent psychologists of the 20th century. Article in the Monitor
1. B.F. Skinner
2. Jean Piaget
3. Sigmund Freud
4. Albert Bandura
5. Leon Festinger
6. Carl R. Rogers
7. Stanley Schachter
8. Neal E. Miller
9. Edward Thorndike
10. A. H. Maslow
11. Gordon W. Allport
12. Erik H. Erikson
13. Hans J. Eysenck
14. William James
15. David C. McClelland
16. Raymond B. Cattell
17. John B. Watson
18. Kurt Lewin
19. Donald O. Hebb
20. George A. Miller
21. Clark L. Hull
22. Jerome Kagan
23. Carl G. Jung
24. Ivan P. Pavlov
25. Walter Mischel
26. Harry F. Harlow27. J. P. Guilford
28. Jerome S. Bruner
29. Ernest R. Hilgard
30. Lawrence Kohlberg
31. Martin E.P. Seligman
32. Ulric Neisser
33. Donald T. Campbell
34. Roger Brown
35. R. B. Zajonc
36. Endel Tulving
37. Herbert A. Simon
38. Noam Chomsky
39. Edward E. Jones
40. Charles E. Osgood
41. Solomon E. Asch
42. Gordon H. Bower
43. Harold H. Kelley
44. Roger W. Sperry
45. Edward C. Tolman
46. Stanley Milgram
47. Arthur R. Jensen
48. Lee J. Cronbach
49. John Bowlby
50. Wolfgang Köhler
51. David Wechsler52. S. S. Stevens
53. Joseph Wolpe
54. D. E. Broadbent
55. Roger N. Shepard
56. Michael I. Posner
57. Theodore M. Newcomb
58. Elizabeth F. Loftus
59. Paul Ekman
60. Robert J. Sternberg
61. Karl S. Lashley
62. Kenneth Spence
63. Morton Deutsch
64. Julian B. Rotter
65. Konrad Lorenz
66. Benton Underwood
67. Alfred Adler
68. Michael Rutter
69. Alexander R. Luria
70. Eleanor E. Maccoby
71. Robert Plomin
72.5.* G. Stanley Hall
72.5. Lewis M. Terman
74.5.* Eleanor J. Gibson
74.5. Paul E. Meehl
76. Leonard Berkowitz77. William K. Estes
78. Eliot Aronson
79. Irving L. Janis
80. Richard S. Lazarus
81. W. Gary Cannon
82. Allen L. Edwards
83. Lev Semenovich Vygotsky
84. Robert Rosenthal
85. Milton Rokeach
88.5.* John Garcia
88.5. James J. Gibson
88.5. David Rumelhart
88.5. L. L. Thurston
88.5. Margaret Washburn
88.5. Robert Woodworth
93.5.* Edwin G. Boring
93.5. John Dewey
93.5. Amos Tversky
93.5. Wilhelm Wundt
96. Herman A. Witkin
97. Mary D. Ainsworth
98. Orval Hobart Mowrer
99. Anna Freud

*Numbers with .5 indicate a tie in the ranking. In these cases, the mean is listed.

Tuesday, November 5, 2013

The Science of Happiness - An Experiment in Gratitude, ikaw masaya ka ba?

Wow it seems watching this relieved me of my migraine. Going to the you tube site and reading through the comments is insightful - how did the experiment measure happiness, etc, etc.

But whatever the measure was, for many more than a million who watched and could relate and resonate to the emotion and sentiments of the subjects I think the measure is not that important. They vicariously felt happy and experiencing such happiness is great and wonderful.

So whom have you made happy lately, whom have you told good things, whom have you made feel they are important in your life?

Perhaps for readers of this blog they are happy and have now time to watch this video after knowing that the Licensure Exam for Psychometrician is now postponed for  October 2014. So more time to prepare and keep always the happiness... and be grateful to life and everyone else important in your life.


Monday, October 28, 2013

PAPJA 27th Annual Convention

Encouraging all college Psychology students to attend this event, the 27th Annual Convention
of the PAP Junior Affiliates (PAPJA) on 17 January 2014 at SMX, Mall of Asia.

Sunday, October 27, 2013

Facebook Likers now at 50!

A milestone for the Facebook page of this blog. Thanks to all!

LIKE US Philippine Psychometrician Reviewer

October 2013 

Thanks to all likers! Encouraging everyone to make this page useful to us all... do share as well, we're now 50 likers here... Also, to get regular updates from this page - consider doing this - point cursor/mouse to the checked-liked drop down menu will appear - check get notifications so you won't miss out new updates here. 

Blessed Sunday to all!

Thursday, October 24, 2013

Sikolohiyang Pilipino Course Description

CHED Course Specification on Sikolohiyang Filipino  

refer to CHED Memorandum Order 38 Series of 2010 -

Sikolohiyang Pilipino 

Course Description

The course is a study of concepts and methods in the field of culture and psychology, giving meaning to psychological reality based on the language and world view of the Filipino. The students will be introduced to indigenous concepts in Sikolohiyang Pilipino, and its applications in various fields of psychology. They will also be trained in the use of indigenous research methods. Furthermore, issues regarding Sikolohiyang Pilipino as a discipline and as a movement will also be discussed. The course will be conducted in Filipino.

Suggested Course Content

  • Indigenized Research Approaches (e.g. pakapa-kapa, pakiramdam, pakikisalamuha, pakikipagpalagayang loob)
  • Indigenous concepts (e.g. kapwa, loob)
  • Applications in various fields of Psychology

From the blog of  John Hermes Untalan at provides the following

Sikolohiyang Pilipino (SIKOPIL) Syllabus
(Filipino Psychology)
3 units

Prerequisite : Introduction to Psychology

Magiging mahalaga sa pag-aaral ng Sikolohiyang Pilipino ang mgakatutubong konsepto sa Kapilipinuhan. Ang kulturang Pilipino angsiyang magiging daan sa pagtuklas ng mga kaalamang ito sapamamagitan ng paggamit ng wikang Pilipino. papaksain sa pag-aaral ng Sikolohiyang Pilipino ang mga metodong naangkop sapagtuklas ng mga kaalaman at kaisipang Pilipino.

Chapter I
Introduction: What is an Indigenous Psychology?
1. Difference with Cross-Cultural, Cultural, Ethnopsychology, and Volkerpsychology.
2. Global Indigenous Psychology
3. Basic Tenets and Principles in IP?
4. Types and Levels of Indigenization
5. Current Trends and Directions

Chapter II
Sikolohiyang Pilipino: Philippine Indigenous Psychology
1. What is Sikolohiyang Pilipino?
2. Basic Tenets and Principles in SP
3. Philippine Psychology and Psychology in the Philippines.
4. History of SIkolohiyang Pilipino
5. Fields in Sikolohiyang Pilipino (see Chapter VI: 5)
6. Sikolohiyang Pilipino and Philippine Social Sciences (Agham-tao; Pilipinolohiya at Pantayong Pananaw) [see clemen aquino]

Chapter III
Pagkataong Pilipino: Indigenous Filipino Personality
1. Enriquez' Filipino Personality Theory
2. IPC Filipino Personality
3. Salazar's Kaluluwa at Budhi
4. Covar's Bayang Dalumat at Pagkataong Pilipino
5. Alejo's Loob
6. Filipino Personality and Values in Theology (Manggay, Talisayon), Philosophy (Quito; Gripaldo), Literature (Lumbera)and Arts (others: Licuanan, Fernandez)
7. Filipino Trait and Personality Psychology by Church and Katigbak
8. Sta Maria's Filipino self

Chapter IV
Katutubong Panukat na Sikolohikal: Indigenous Personality Measurement
1. Panukat ng Pagkataong Pilipino by Carlota
2. Panukat ng Ugali at Pagkatao by Enriquez and Guanzon-Lapena
3. Locally-Developed Psychological Tests by Cipres-Ortega and Guanzon-Lapena
4. Discussions on new developed indigenous/local psychological tests

Chapter V
Katutubong Pamamaraan ng Pananaliksik: Indigenous Research Methods
1. Basic Tenets and Principles in an Indigenous Research Methods
2. Pakikiramdam: Isang Mahalagang Sangkap sa Pananaliksik (Mataragnon)
3. Enriquez and Santiago's Iskala ng Mananaliksik
4. Pakikipagkuwentuhan (Orteza; Javier)
5. Pagtatanung-tanong (Pe-Pua)
6. Ginabayang Talakayan (Galvez; Aguiling-Dalisay)
7. Pakikipanuluyan, Nakikiugaling Pagmamasid, Pakapa-kapa, Pagmumuni

Chapter VI
Fields in Filipino Psychology: Applied and Social Psychology
1. Filipino political psychology (montiel); social cognition (conaco); peace and conflict resolution (sta maria)
2. Filipino sexuality and gender; Filipino Feminism (claudio-estrada; tan; guerrero)
3. Filipino Psychotherapy (bautista; protacio-de castro; carandang; clemena)
4. Sikolohiyang Panlipunan-at-Kalinangan (salazar; sta maria)
5. Unang Dekada ng Sikolohiyang Pilipino (protacio-marcelino at pe-pua)
6. Filipino Social Psychology (gastardo-conaco) and pahiwatig (manggay)
7. new directions: volunteering (aguiling-dalisay, yacat, and navarro); developmental psychology (liwag)

Chapter VII
Closing Indigenous Psychologies
1. Critique in Sikolohiyang Pilipino and Indigenous Psychologies
2. Paper Presentations of Research and Reaction Papers
3. Seminar/Workshop in Sikolohiyang Pilipino

References in Sikolohiyang Pilipino

Joy B. Alvarez (1975) Hiya: kahulugan, manipestasyon at kadahilanan. In V.G. Enriquez(ed.)
Pagkataong Pilipino: I. Layunin, Ugali, Katangian at Pakikipagkapwa.
(pp. 115-126). QuezonCity: Department of Psychology, University of the Philippines.

Isidro Panlasigui (1977) Ang Sikolohiya ng mga Pilipino. In V.G. Enriquez (ed.)

Sikolohiyang Pilipino:Mga Piliping Papel (Serye ng mga Papel sa Pagkataong Pilipino), Paper No. 1 (August), 2-10. (Also as The Psychology of the Filipino People.) Far Eastern Economic Review (1956), 21(25),811-823.)

Nida R. Almonte & Abraham B. Velasco (1977) Ang Konseptong ng Disiplina ng mga Pilipino: IsangPanimulang Pag-aaral. In V.G. Enriquez (ed.) Sikolohiyang Pilipino: Mga Piliping Papel (Serye ng mgaPapel sa Pagkataong Pilipino), Paper No. 3 (October),23-47.

Indigenous personality measures: Philippine examples. Journal of Cross-Cultural Psychology
| January 01, 1998 | Guanzon-Lapena, Ma. Angeles; Church, A. Timothy; Carlota, Annadaisy J.; Katigbak,Marcia S. | Copyright 

After noting the need for indigenous scale construction efforts in the Philippines, the current article focuses on the development and current status of two multidimensional measures of Filipino personality constructs, plus two projects that are investigating indigenous Filipino personality structure. In a final section, we note apparent convergences between the personality dimensions identified and assessed by these four projects and consider how these dimensions might relate to purported universal dimensions of personality (i.e., the "Big Five" dimensions).Reviews of the status of psychological measurement in the Philippines have highlighted two related problems: the questionable applicability of foreign-made tests and the dearth of locally developed tests (e.g., Bulatao & Guthrie, 1968; Carlota & Lazo, 1987; Church, 1987; Guanzon, 1985; Ramos,1977). Strong misgivings have been expressed about the relevance to Filipino behavior of the theories underlying foreign-made tests, and researchers and scientist-practitioners have been urged to develop indigenous tests. The restiveness of the Philippine academic community over the need for more culturally sensitive theorizing was reflected in the Sikolohiyang Pilipino (FilipinoPsychology) movement that began in the 1970s. Enriquez (1994) described Sikolohiyang Pilipino as rooted in its Malayo-Polynesian and Asian heritage, a psychology based on the experience, ideas,and orientation of the Filipino, with psychology defined on the basis of categories drawn from the Filipino language and culture. Local test development was thus welcomed as a cross-cultural indigenization effort in which culture is treated as source rather than target (Enriquez, 1979).Discussions of indigenous psychological concepts and research methods that have emerged as a result of the Sikolohiyang Pilipino movement can be found in a number of sources (e.g., Aganon &David, 1985; Enriquez, 1992; Pe-Pua, 1982).In a recent effort to document and organize existing work on psychological test development in the Philippines, both published and unpublished, Ortega and Guanzon-Lapena (1997) observed an upsurge in academic interest in the development of indigenous psychological measures. Whereas in the 1950s a mere handful of tests in educational psychology were locally developed, Ortega andGuanzon-Lapena's (1997) current listing includes more than 200 locally developed measures on a wide variety of Filipino characteristics, for example, katalinuhan (intelligence), pagkarelihiyoso(religiousness), kaasalang sekswal (sexual behavior), kakayahang magdala ng tensyon (ability tocope with stress), pagkamabahala (anxiety), kahustuhang emosyonal (emotional maturity),pakikipag-ugnayan (adjustment-maladjustment), Filipino management style, and gender sensitivity,to name a few.This article focuses on the development and current status of two multidimensional measures of Filipino personality constructs--the Panukat ng Pagkataong Pilipino (PPP; Carlota, 1985) and thePanukat ng Ugali at Pagkatao (PUP; Enriquez & Guanzon-Lapenia, 1997)--plus two projects that areinvestigating indigenous Filipino personality structure (Church, Reyes, Katigbak, & Grimm, 1997;Katigbak, Church, & Akamine, 1996). In a final section, we summarize hypothesized convergencesbetween the personality dimensions identified and assessed by the different approaches...

Sunday, October 20, 2013

CHED Policies and Standards for Undergraduate and Graduate Programs in Psychology

Commission on Higher Education (CHED) Policies and Standards for Undergraduate  and Graduate Programs in Psychology

Policies and Standards for Undergraduate Programs in Psychology

Rationale and Background. 

Psychology is the scientific study of behavior and mental processes. Psychology as a discipline and professional practice contributes to national development through basic and applied research and interventions aimed at solving  problems and promoting optimal development and functioning at the individual family, group, organizations/institutions, community, and national levels. The undergraduate programs in psychology prepare students for jobs that may involve training, testing, and research, and provide preparation for graduate studies in psychology as well as further studies in many other professions such as medicine, law, and business management.


AB Psychology  
This program aims to provide undergraduate students
with a solid basic foundation ofn the major areas of psychology which may
also be used as preparation for further studies and training in particular
specializations of psychology or other professions such as education, law,
and business management.

BS Psychology
The objectives are the same as in AB Psychology.
The BS Psychology also provides preparation for further studies in

Specific professions/careers/occupations or trades that graduates of
this program may go into. With further specialized training, graduates of this program may
pursue career paths in major sectors of society such as the helping professions (psychotherapy,
medicine), education (teaching, research), business and governmental organizations (human
resource selection, training and development), and civil society (community development).

Read more about the memo here:

Policies and Standards for Graduate Programs in Psychology

Thursday, October 17, 2013

PAP Strategic Plan 2020

Psychological Association of the Philippines Strategic Plan 2020


We are a national organization that advances the professional development of Filipino psychologists in the areas of teaching, research, and practice; upholds the quality standards of the practice of psychology; facilitate the generation and dissemination of knowledge in Philippine psychology, promotes the public awareness of psychology as a scientific discipline; shapes public policy via providing psychological perspective and fosters collaboration and partnerships towards social transformation.

In the table for each of the covered areas has goals strategies and responsible implementing agency that is   set for a period of seven years or from 2013-2020:

  • Professional Development
  • Quality Assurance
  • Public Awareness and Advocacy
  • Research and Publications
  • Partnerships and Extension
  • International Participation
  • Inclusive Growth
  • Organizational Development

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Wednesday, October 16, 2013

PAP accredited professional organization of PRC's Board of Psychology

Professional Regulation Commission (PRC)

Board of Psychology

Accredited Professional Organization (APO)

Psychological Association of the Philippines (PAP)
Room 210, Second Floor
Philippine Social Science Center
Diliman, Quezon City
Tel No. 0927-787-20-12
Tel./Fax No: 453-8257
E-mail add:
Certificate of Accreditation No: Interim-APO-02 dated November 3, 2010
On November 11, 1962, a small group of psychologists gathered at Selecta Restaurant along C.M. Recto Avenue for what would later be considered one of the most defining moments in Philippine Psychology. They came from different institutions, drawn to that single place by a common purpose. From the University of the Philippines (UP) came the Chairperson of the country's first Department of Psychology, Dr. Agustin Alonzo, Fr. Jaime Bulatao, S.J. founder of the Department of Psychology and the Central Guidance Bureau of the Ateneo de Manila University, was also present. With them were Dr. Sinforoso Padilla, who established the Psychological Clinic at UP, and Dr. Jesus Perpinan, who founded the Psychological Clinic at Far Eastern University. Dr. Mariano Obias was also present at that historic meeting presided over by Dr. Alfredo Lagmay of UP, which saw the birth of the Psychological Association of the Philippines (PAP).
Five decades hence, what started as a handful, now number thousands. Today, the PAP is the premier association of psychologists in the Philippines.
PAP is an internationally recognized leader in Psychology in Southeast Asia.
  1. Advance the professional development of Filipino psychologists in the areas of teaching, research, and practice
  2. Uphold the quality standards of the practice of psychology
  3. Facilitate the generation and dissemination of knowledge in Philippine Psychology
  4. Promote public awareness of psychology as a scientific discipline
  5. Shape public policy via providing psychological perspective
  6. Foster collaboration and partnerships towards social transformation.
PAP is a member of the Asean Regional Union of Psychological Societies and partners with other associations such as the Asian Association of Social Psychology and the International Union of Psychological Societies.

Tuesday, October 15, 2013

Board Members of the Board of Psychology at PRC

(Updated 20 September 2014)

Board of Psychology

Board Composition

The Professional Regulatory Board of Psychology is a collegial body under the administrative control and supervision of the Professional Regulation Commission (PRC). It is composed of a chairperson, and two (2) members appointed by the President of the Philippines from a list of three (3) nominees for each position recommended by the Commission.

Members of the Board






Qualification of Board Members

The Chairperson and Members of the Board shall, at the time of their appointment and for the course of their term, possess the following qualifications:
  1. A natural born citizen and resident of the Philippines;
  2. At least thirty-five (35) years of age;
  3. Possess good moral character;
  4. Hold a doctorate degree in psychology conferred by a university, college or school in the Philippines or abroad duly recognized and/or accredited by the Commission on Higher Education (CHED);
  5. Have at least ten (10) years of practice in psychology and psychometrics in a duly recognized institution, clinic or center, as well as at least five(5) years of teaching experience in the field of psychology;
  6. Be a registered and licensed psychologist, except in the case of the first members of the Board who shall automatically be conferred a valid certificate of registration and a valid professional identification card in psychology and psychometrics upon appointment to the Board;
  7. Is neither an officer, trustee nor member of the faculty of any university, college, institute or school where a regular course in psychology is offered or taught or review classes conducted and shall not have any pecuniary interest, direct or indirect, in any such institution;
  8. Is not an officer, nor hold any position other than being a member of the integrated and accredited national organization of psychologist; and
  9. Shall not have been convicted by final judgment of any crime involving moral turpitude. The members of the Board shall have a term of office of three (3) years or until their successors shall have been duly qualified and appointed. Each member of the Board may be reappointed for one (1) full term of three (3) years. The first members of the Board shall hold office for the following terms: the Chairperson for three (3) years; one (1) member for two (2) years; and the other member for one (1) year, which shall be specified in their respective appointments. Any vacancy occurring within the term of a member shall be filled for the unexpired portion of the term only. Each member of the Board shall qualify by taking the proper oath prior to the performance of his/her duties.

The Board shall have the following powers and duties:
  1. Administer and Implement the provisions of R.A. No. 10029 and promulgate as well as revise or update, as necessary, rules and regulations, resolutions and guidelines hereto: Provided, that the policies, resolutions, rules and regulations issued or promulgated by the Board shall be subject to review and approval of the Commission.
  2. Supervise and monitor the registration, licensure and practice of psychologists and psychometricians in the Philippines;
  3. Administer oaths in connection with the administration of R.A. No. 10029;
  4. Issue, and upon compliance with due process requirements, suspend or revoke, and reinstate, the certificate of registration and professional identification card for psychologists and psychometricians;
  5. Adopt an official seal of the Board;
  6. Monitor the conditions and circumstances affecting the practice of psychology and psychometrics in the Philippines and adopt such measures as may be deemed lawful and proper for the enhancement and maintenance of high professional, ethical and technical standards of the profession;
  7. Issue permits to and exercise visitorial powers over agencies, institutions, associations, corporations and partnerships to verify that the person practicing psychology and psychometrics therein are psychologists and psychometricians with valid certificates of registration and valid professional identification cards, and that they possess the necessary accreditation, skills and/or facilities to competently carry out their functions;
  8. Assist the Commission in the formulation and implementation of the guidelines on continuing professional education for psychologists and psychometricians;
  9. Ensure, in coordination with the CHED, that all educational institutions offering the course/program of psychology strictly comply with the policies, standards and requirements prescribed by the CHED for such course/program, especially in the areas of administration, curriculum, faculty, library and facilities;
  10. Prepare, adopt, issue and amend, in consultation with the CHED, syllabi for the licensure examination subjects;
  11. Investigate and, when warranted, hear administrative cases involving violations of this Act, its implementing rules and regulations as hereinafter promulgated, and any applicable code of ethics and/or code of professional standards, warranting issuance of subpoena testificandum and subpoena ducestecum to secure the appearance of witnesses and the production of document in connection therewith; Provided, That the Board’s decision, resolution or orders rendered in administrative cases shall be subject to review only on appeal; and
  12. Perform such other functions and duties as may be lawfully delegated to it, or as it may deem necessary to carry out the objectives of R.A No. 10029
  13. The Board in the performance of the above-mentioned powers and duties shall seek the assistance of the offices, divisions, sections, and units of the Commission.

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Related news

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PNoy appoints Cue to regulatory board

Posted On: June 18, 2012
By Maria Theresa B. Panzo
Dr. Miriam
            P. Cue
Dr. Miriam P. Cue
President Benigno Aquino III recently appointed Dr. Miriam P. Cue, former Chairperson of the Department of Psychology, as one of the first members of the Professional Regulatory Board of Psychology for a term of two years.

Dr. Cue holds four certificates in Clinical Psychology, Assessment Psychology, Counseling Psychology, and Industrial/Organizational Psychology from the Psychological Association of the Philippines (PAP). Cue has been a long-time consultant in organizational-related problems for non-government organizations, private mental and drug rehab institutions in Mindanao, and industries.

She was actively involved as one of the cluster heads in the psycho-social interventions for Sendong survivors in Iligan City which work was supported by the World Health Organization (WHO).
Dr. Cue officially assumed office on May 22. Consequently, she has opted for an early retirement from active service in the Institute to comply with the provisions of laws that govern her appointment.

Monday, October 14, 2013

BOARD OF PSYCHOLOGY of the Philippine Regulation Commission

Professional Regulatory Boards

Under the Commission are the forty-six (46) Professional Regulatory Boards which exercise administrative, quasi-legislative, and quasi-judicial powers over their respective professions. The 46 PRBs (Board of Psychology is one of them)  which were created by separate enabling laws, perform these functions subject to review and approval by the Commission:
  • Prepare the contents of licensure examinations. Determine, prescribe, and revise the course requirements
  • Recommend measures necessary for advancement in their fields
  • Visit / inspect schools and establishments for feedback
  • Adopt and enforce a Code of ethics for the practice of their respective professions
  • Administer oaths and issue Certificate of Registration
  • Investigate violations of set professional standards and adjudicate administrative and other cases against erring registrants
  • Suspend, revoke, or reissue Certificate of Registration for causes provided by law



Psychology — the study of behavior and mental processes, involves the application of scientific methods to inquire into the biological, cognitive, affective, developmental, personality, social, cultural, and individual difference dimensions of human behavior. It is an extremely broad discipline with wide reach and great impact to society and humanity.
Cutting across the biosocial sphere of human functioning, Psychologists study the intersection of two critical relationships: brain function and behavior, and the environment and behavior. As scientists, psychologists follow rigorous scientific methods, using standardized tools and procedures for observation, experimentation and analysis… and apply scientific findings in ethically responsible and creative ways.


The state recognizes the multifarious specializations and functions of psychologists along with the crucial significance of the psychological services they provide to a multi-diverse population; thus, the regulation of the profession to protect the various publics who avail of their services.
Republic Act 10029 was enacted into law to regulate the practice of Psychology in the Philippines. Under the law, Practice of Psychology is defined as the delivery of psychological services that involve the application of psychological principles and procedures for the purpose of describing, understanding, predicting and influencing the behavior of individuals or groups, to assist in the attainment of optimal human growth and functioning.
The delivery of psychological services includes, but is not limited to:
(1) Psychological Interventions: psychological counseling; psychotherapy; psychosocial support; life coaching; psychological debriefing; group processes; and all other psychological interventions that involve the application of psychological principles and methods to improve the psychological functioning of individuals; families; groups; and organizations;
(2) Psychological Assessment: gathering and integration of psychology-related data for the purpose of (a) making a psychological evaluation accomplished through a variety of tools including individual tests, projective tests, clinical interviews and other psychological assessment tools, (b) assessing diverse psychological functions including cognitive abilities, aptitudes, personality characteristics, attitudes, values, interests, emotions and motivations, among others, in support of psychological counseling, psychotherapy and other psychological interventions;
(3) Psychological Programs: development, planning, implementation, monitoring, and evaluation of psychological treatment programs and other psychological intervention programs for individuals and/or groups.
The term “other psychological interventions” shall be deemed to include:
(a) preventive and therapeutic measures like play and expressive arts therapy, music therapy and trauma healing; as well as correctional, rehabilitative and behavioral modification measures;
(b) consultation, that is, providing extensive knowledge, specialized technical assistance and expertise in an advisory capacity to consultees in regard to mental and behavioral concerns, emotional distress, personality disorders and other neuropsychological dysfunctions.
Psychological evaluation” shall include the making of diagnostic interpretations; reports; and recommendations, as part of a case study, or in support of diagnostic screening; placement; management/administrative decisions; psychiatric evaluation; legal action; psychological counseling, psychotherapy and change intervention
Assessing diverse psychological functions” shall include the development, standardization and publication of psychological tests which measure adjustment and psychopathology; and/or the creation of assessment tools primarily for psycho-diagnostic purposes.
The term “other psychological intervention programs” shall include:
(a) addiction rehabilitation and treatment programs; behavioral management and intervention programs in correctional facilities; psychological training programs which involve inner processing; and mental health programs in disaster and emergency situations, either for individuals and/or communities;
(b) clinical supervision: the direction, guidance, mentoring, and cliniquing of psychology practitioners and interns; psychometricians and other trainees for psychology-related work to meet the standards of quality and excellence in professional practice.
The practice of psychology in the Philippines covers such areas as clinical psychology, counseling psychology, assessment psychology; social psychology; developmental psychology, cognitive psychology and industrial/organizational psychology. There is no distinction made in the legislation or in the regulation between Psychologists across these specialties at this point. Within these areas a Psychologist may work with a variety of individual client populations such as children, adolescents, or adults, or may focus their attention on families, couples or organizations. But the ethics of the profession dictates that no psychologist should cross over areas he/she is not equipped to handle, thus the certification in various specialty areas. All professional psychologists, however, regardless of specialty must have knowledge and skills respecting interpersonal relationships, assessment and evaluation, intervention and consultation, understanding and applying research to professional practice and knowing and applying professional ethics, standards and relevant legislation to professional practice.
Licensure is on two levels: for those with at least a Master’s Degree in Psychology who can be called a Psychologist; and those with at least a Bachelor’s degree in Psychology who can work under the supervision of a psychologist, called a psychometrician.

A Psychologist as defined by law, is a natural person who is duly registered and holds a valid Certificate of Registration and a valid Professional Identification Card as Professional Psychologist, issued by the Professional Regulatory Board of Psychology (PRBP) and the Professional Regulation Commission (PRC) pursuant to Section 3(c), Article III, of R.A. No. 10029, for the purpose of delivering the different psychological services defined under the IRR.

Psychometrician is a natural person who has been registered and issued a valid Certificate of Registration and a valid Professional Identification Card as psychometrician by the PRBP and the PRC in accordance with Sec. 3 (d), Article III of R.A. No. 10029, and is authorized to do any of the following activities; Provided, that these activities shall at all times be conducted under the supervision of a licensed professional psychologist: (1) administering and scoring objective personality tests, structured personality tests, excluding projective tests and other higher level forms of psychological tests; (2) interpreting the results of these tests and preparing a written report on these results; and (3) conducting preparatory intake interviews of clients for psychological intervention sessions.
All the assessment reports prepared and done by the psychometrician, shall always bear the signature of the supervising psychologist who shall take full responsibility for the integrity of the report.
Clientele can include those with psychological and emotional difficulties, academic and behavioral difficulties, victims of abuse and calamities; those needing psychological evaluation for work purposes, marital nullification, child custody, carrying of firearms; those in organizations that need to improve human relations and behavior among personnel; and many others.
Psychologists work in a range of settings including schools, hospitals, industry, social service agencies, rehabilitation facilities and correctional facilities, or go into private practice. Regardless, they must be competent in formulating and communicating a psychological diagnosis.

Thursday, October 10, 2013

Mental health and older adults

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As my way of joining the 3rd Annual World Mental Health Day Blog Party I am re-posting here information gathered from the World Health Organization (WHO) website. The theme for this year is Mental health and older adults.

My mom and dad belong to this category as older adults,  both are more than 60 years old or senior citizens. Their bodies are showing sign of old age, mom with her osteoporosis have tendency to hunch  her back, my dad eye sight is getting poorer. Although both are still active physically and not showing decline in their mental health except for some forgetfulness, mostly where they leave things  like eyeglass,tools, documents and other stuff.

Much of their time is consumed with daily household chores and farm work. I just hope that they have other activities to stimulate and exercise their mental faculties so that they will not deteriorate with their mental health. But I guess their active life and rigor of rural life would suffice for the lack of it. And with a close-knit family and several grandchildren that regularly visits them and make them happy they will not experience these mental ailments that are common in their age.

The source for the WHO post below  is -

Mental health and older adults

Fact sheet N°381
September 2013

Key facts

  • Globally, the population is ageing rapidly. It is projected that the number of persons aged 60 or over is expected to more than triple by 2100.
  • Mental health and emotional well-being are as important in older age as at any other time of life.
  • Neuropsychiatric disorders among the older adults account for 6.6% of the total disability (DALYs) for this age group.1
  • Approximately 15% of adults aged 60 and over suffer from a mental disorder.1

Older adults, those aged 60 or above, make important contributions to society as family members, volunteers and as active participants in the workforce. While most have good mental health, many older adults are at risk of developing mental disorders, neurological disorders or substance use problems as well as physical illness or disability.

The problem

The world’s population is ageing rapidly. Between 2000 and 2050, the proportion of the world's older adults is estimated to double from about 11% to 22%. In absolute terms, this is an expected increase from 605 million to 2 billion people over the age of 60. Older people face special physical and mental health challenges which need to be recognized.
Over 20% of adults aged 60 and over suffer from a mental or neurological disorder (excluding headache disorders) and 6.6% of all disability (disability adjusted life years-DALYs) among over 60s is attributed to neurological and mental disorders.The most common neuropsychiatric disorders in this age group are dementia and depression. Anxiety disorders affect 3.8% of the elderly population, substance use problems affect almost 1% and around a quarter of deaths from self-harm are among those aged 60 or above.1 Substance abuse problems among the elderly are often overlooked or misdiagnosed.
Mental health problems are under-identified by health-care professionals and older people themselves, and the stigma surrounding mental illness makes people reluctant to seek help.

Risk factors for mental health problems among the older adults

Multiple social, psychological, and biological factors determine the level of mental health of a person at any point of time. As well as the typical life stressors common to all people, many older adults lose their ability to live independently because of limited mobility, chronic pain, frailty or other mental or physical problems, and require some form of long-term care. In addition, older people are more likely to experience events such as bereavement, a drop in socioeconomic status with retirement, or a disability. All of these factors can result in isolation, loss of independence, loneliness and psychological distress in older people.
Mental health has an impact on physical health and vice versa. For example, older adults with physical health conditions such as heart disease have higher rates of depression than those who are medically well. Conversely, untreated depression in an older person with heart disease can negatively affect the outcome of the physical disease.
Older adults are also vulnerable to physical neglect and maltreatment. Elder maltreatment can lead not only to physical injuries; but also to serious, sometimes long-lasting psychological consequences, including depression and anxiety.

Dementia and depression among the elderly as public health issues

Dementia is a syndrome in which there is deterioration in memory, thinking, behaviour and the ability to perform everyday activities. It mainly affects older people, although it is not a normal part of ageing.
It is estimated that 35.6 million people worldwide are living with dementia. The total number of people with dementia is projected to almost double every 20 years, to 65.7 million in 2030 and 115.4 million in 2050, with majority of sufferers living in low- and middle-income countries.
There are significant social and economic issues in terms of the direct costs of medical, social and informal care associated with dementia. Moreover, physical, emotional and economic pressures can cause great stress to families. Support is needed from the health, social, financial and legal systems for both people with dementia and their caregivers.
Depression can cause great suffering and leads to impaired functioning in daily life. Unipolar depression occurs in 7% of the general elderly population and it accounts for 1.6% of total disability (DALYs) among over 60 year olds.1 Depression is both under diagnosed and undertreated in primary care settings. Symptoms of depression in older adults are often overlooked and untreated because they coincide with other late life problems.
Older adults with depressive symptoms have poorer functioning compared to those with chronic medical conditions such as lung disease, hypertension or diabetes. Depression also increases the perception of poor health, the utilization of medical services and health care costs.

Treatment and care strategies

It is important to prepare health providers and societies to meet the specific needs of older populations, including:
  • training for health professionals in old-age care;
  • preventing and managing age-associated chronic diseases including mental, neurological and substance use disorders;
  • designing sustainable policies on long-term and palliative care; and
  • developing age-friendly services and settings.
Health promotion

Mental health of older adults can be improved through promoting active and healthy ageing. Mental health-specific health promotion for the older adults involves creating living conditions and environments that support wellbeing and allow people to lead healthy and integrated lifestyles. Promoting mental health depends largely on strategies which ensure the elderly have the necessary resources to meet their basic needs, such as:
  • providing security and freedom;
  • adequate housing through supportive housing policy;
  • social support for elderly populations and their caregivers;
  • health and social programmes targeted at vulnerable groups such as those who live alone, rural populations or who suffer from a chronic or relapsing mental or physical illness;
  • violence or older adults maltreatment prevention programmes; and
  • community development programmes.

Prompt recognition and treatment of mental, neurological and substance use disorders in older adults is essential. Both psychosocial interventions and medicines are recommended.
There is no medication currently available to cure dementia but much can be done to support and improve the lives of people with dementia and their caregivers and families, such as:
  • early diagnosis, in order to promote early and optimal management;
  • optimizing physical and psychological health, including identifying and treating; accompanying physical illness, increasing physical and cognitive activity and optimizing well-being;
  • detecting and managing challenging behavioural and psychological symptoms;
  • providing information and long-term support to caregivers.
Mental health care in the community

Good general health and social care is important for promoting older people's health, preventing disease and managing chronic illnesses. Training all health providers in working with issues and disorders related to ageing is therefore important. Effective, community-level primary mental health care for older people is crucial. It is equally important to focus on the long-term care of older adults suffering from mental disorders, as well as to provide caregivers with education, training and support.
An appropriate and supportive legislative environment based on internationally accepted human rights standards is required to ensure the highest quality of services to people with mental illness and their caregivers.

WHO response

WHO’s programmes for active and healthy ageing have created a global framework for action at the country level.
WHO supports governments in the goal of strengthening and promoting mental health in older adults and to integrate the effective strategies into policies and plans.
WHO recognizes dementia as a public health priority. The WHO report "Dementia: a public health priority", published in 2012, aims to provide information and raise awareness about dementia. It also aims to strengthen public and private efforts to improve care and support for people with dementia and for their caregivers.
Dementia, along with depression and other priority mental disorders are included in the WHO Mental Health Gap Action Programme (mhGAP). This programme aims to improve care for mental, neurological and substance use disorders through providing guidance and tools to develop health services in resource poor areas.

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